Early Years for Levels 4, 5 and Foundation Degree Second Edition
US$ 62.39
The publisher has enabled DRM protection, which means that you need to use the BookFusion iOS, Android or Web app to read this eBook. This eBook cannot be used outside of the BookFusion platform.
Description
Contents
Reviews
Language
English
ISBN
9781510482715
Cover
Title Page
Copyright
Contents
Contributors
Preface
1 Study skills for higher education – Louise Dryden
Transition into higher education
Time management
Managing stress
Planning for study
Taking notes to find out what works for you
Making the most of lectures
Accessing reading materials
Referencing
Critical and analytical skills
Planning and drafting
Plagiarism detection software
Preparing for seminars and presentations
Group assessments
2 Becoming a reflective practitioner – Lyn Trodd and Nancy Small
What is reflection?
Classic theories
Contemporary theories
Practice relevance
Critical reflection
Becoming a reflective practitioner
Steps towards reflection
Giving and receiving feedback as part of reflection
Mentoring
3 Traditions, influences and trends in early years education and care – Linda Pound
The traditions of early childhood care and education
The development of theories related to children’s learning and development
Children and childhood
Threats to childhood
Policy and legislation
Multi-professional working
International perspectives and influences
Tensions and trends
4 Listening to children in the early years – Alison McLeod; updated and revised by Francisca Veale
Why should we listen to children?
The voice of the child through history
Barriers to hearing children’s voices
Knowledge, skills and values for listening to children
Best practice in listening to young children
5 Children’s personal, social and emotional development – Kathy Brodie; updated and revised by Francisca Veale
Context
Personal development
Social development
Emotional development
Factors that might affect PSED
6 Physical development in the early years – Victoria Brown
The importance of physical development
Traditional and contemporary views and theories of physical development
Traditional theories
Contemporary theories: nature and nurture
Motor development and the role of the senses
Locomotion
Initiatives to support physical health
7 The early years curriculum: pedagogical strategies to support learning and development for children – Francisca Veale with contributions from Joy Scadden
What is a curriculum?
Historical roots of the early years curriculum
The early years curriculum in practice
How children learn – the child in context
The role of the pedagogue in supporting children’s learning and development
Involving the family and the home learning environment (HLE)
Creative ways and approaches to learning in early years
8 Observation, assessment and planning – Ioanna Palaiologou
Historical perspectives of observation and classical research
Traditions in early years
What is observation?
Observation planning
The role of the observer
Documenting observations
Ethical implications
9 How children learn – communication, language and literacy – Allison Warner
The importance of language development
Communication and language
Literacy
The EYFS and language and literacy development within the setting
Special educational needs and disability (SEND)
The gender gap
10 How young children develop mathematical understanding – Michael Young and Susan Nimmo
Laying the mathematical foundations – what young children need to know first
Solution finding in numeracy and beyond
Mathematics in early years
How mathematical thinking sits within the early years curriculum
11 Positive learning environments: creativity for indoor and outdoor play – Ros Garrick
Positive learning environments and play
The value of play
Categorising types of play
Learning environments
Diversity and inclusion issues
Play in a risk-averse society?
12 Transitions in early years – Jane Beniston and Kate Dudley
What is transition?
Why are transitions important?
Theoretical and research perspectives
Supporting common transitions in practice
Supporting other transitions in practice
13 Managing behaviour: the importance of personal, social and emotional development and well-being – Eleni Kanira and Karen Ward
Context
Theoretical perspectives on behaviour
Nature and nurture: maturation and interaction with the environment
Underlying factors influencing behaviour
Practical strategies for managing individual children and groups
Children with SEND
Working in partnership with parents and carers
14 Working with babies (birth to 12 months) – Tracy Rydin-Orwin
Context
Infancy and early attunement
Parenting styles and attachment
Brain development in infant years
15 Working with parents and families – Cath Arnold and Tracy Gallagher
Context
How work with parents has evolved
Contemporary research and current debates
How parents are represented in early years curriculum and inspection frameworks in England
16 Equality and inclusion – Penny Mukherji
What do we mean by ‘equality’?
Special Educational Need and Disability
Inclusion
Racism and discrimination in early childhood
Poverty
Tackling prejudice
Children’s attitudes about themselves affect the way they learn
Reducing prejudice and discrimination in early childhood settings
Celebrating and managing diversity
17 Safeguarding children – Francisca Veale
What is safeguarding?
The historical emergence of safeguarding
Current legislative frameworks and regulatory guidance
The Children Act 1989
The EYFS and the role of the early years practitioner in safeguarding
18 Leadership and management in early years – Joy Scadden
What is leadership, and what is management?
Leadership of the organisation
Sustainability issues in early years
Managing an early years organisation
Traditional management style theories
Contemporary theories
Group and team development
Performance management
Diversity in the team
Recruitment and retention
Implementing change
Leadership of practice
Leadership for learning
Pedagogy
19 Staff supervision in early years – Francisca Veale
Legislative and policy context
What is supervision?
Contemporary theories and models of staff supervision
Quality of staff supervision
The roles of the supervisor and supervisee
Barriers to effective supervision
Creating an environment for effective supervision
Reflection in supervision
Using theory in supervision
Promoting the benefits of effective supervision
Ethics in supervision
Supervision to achieve positive outcomes for children and families
Effective information-sharing
Challenges in supervision practice
20 Research in early years – Ann Farrell; updated and revised by Francisca Veale
Early years research: a priority
Early years research on the international agenda
Conceptual underpinnings of early years research
Child participation in research
Ethical issues in early years research
Getting started in early years research
Action research in the early years
Dissemination
Glossary
Abbreviations
References
The book hasn't received reviews yet.